9.1.1 Selective Listening Notes, Quizzes & Revision
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English — 9.1 Listening and Speaking
9.1.1 Selective Listening (Grammar-focused notes for age 15, Kenya)
Purpose: Learn how to listen for grammatical clues in an oral text so you can extract specific details (who did what, when, why) and ignore unrelated details. This helps you identify characters, the message and the time frame by focusing on verbs, pronouns, tenses, modals and signal words.
Specific learning outcomes (grammar focus)
- a) Identify grammatical strategies to listen for specific details (verb tenses, pronouns, signal words).
- b) Filter out unwanted information by ignoring non-essential grammatical items (adjectives, filler phrases).
- c) Extract information — characters, main message — by noting subjects, objects, reporting verbs and time markers.
- d) Appreciate why listening for grammatical information (time, mood, voice) matters in understanding an oral text.
- e) Recognize that filtering and extracting are two categories of selective listening and are performed using grammar cues.
What is selective listening (grammar view)?
Selective listening means concentrating on chosen words or structures in speech that carry the facts you need. Grammatically, you listen for:
- Subjects & pronouns — tell you who the characters are (e.g., "he", "they", "Asha").
- Verb tenses — show when events happen (past, present, future).
- Reporting verbs — show the message or attitude: said, warned, promised.
- Modals — show possibility, obligation, advice: can, must, should.
- Sequence & linking words — first, then, because, although — show relations and main points.
- Numbers, dates, times, amounts — often grammatical items that give concrete facts (e.g., "on Monday", "Ksh 500").
Two categories of selective listening (grammar terms)
Filtering information
Ignore non-essential grammatical elements (extra adjectives, long descriptions, filler phrases like "you know") so you can focus on verbs, names and time markers.
Ignore non-essential grammatical elements (extra adjectives, long descriptions, filler phrases like "you know") so you can focus on verbs, names and time markers.
Extracting information
Pick out grammatical items that give facts: subjects (characters), main verbs (actions), objects (what/who), tenses (when), modals (intent).
Pick out grammatical items that give facts: subjects (characters), main verbs (actions), objects (what/who), tenses (when), modals (intent).
Grammar cues to listen for (quick reference)
- Time markers + verb tense → when something happened. Example: "Yesterday she collected the forms." (past)
- Pronouns and names → who is involved. Example: "They" vs "John".
- Reporting verbs → what is the main message. Example: "The teacher announced..."
- Modal verbs → obligation & advice. Example: "You must bring the fees."
- Sequence words → order of events. Example: "First, then, finally."
- Negation → what did not happen. Example: "He did not come."
- Numbers/dates/places → precise facts. Example: "on 10th June", "Ksh 200".
Listening strategies (step-by-step, grammar-focused)
- Preview purpose: know what grammatical detail to find (e.g., "listen for when events happen and who did them").
- Predict: think of likely verbs/time words for the context (school trip → will, going, next Friday).
- First listen for subjects (names/pronouns) and main verbs — mark them with symbols: 📌 = person, 🔹 = verb, 🕒 = time.
- Ignore long descriptive adjectives and fillers — do not write them unless needed for meaning.
- Listen again to verify verb tenses and reporting verbs (said, told, warned). These often reveal the message.
- Summarize using grammatical tags: Subject + Verb + Time + Object + Modal. Example: "The teacher (S) announced (V) next Friday (T): exam (O)."
Classroom activities (Kenya context, age 15)
Activity 1 — Market dialogue (teacher reads aloud once)
Instruction: Listen and write only the who (subject), what (main verb + object) and when (time markers). Ignore extra descriptions.
Instruction: Listen and write only the who (subject), what (main verb + object) and when (time markers). Ignore extra descriptions.
Transcript (for teacher): "Asha said, 'I bought maize yesterday for Ksh 500 because the price went up.' The vendor replied, 'You should come earlier next week; the market is busy on Saturdays.'"
Expected answers (grammar tags):
- Subject: Asha; Verb: bought; Time: yesterday; Object: maize; Amount: Ksh 500.
- Subject: vendor; Verb: replied/suggested; Modal: should; Message: come earlier next week; Time: Saturdays (market busy).
Activity 2 — School announcement (listen for verb tenses & obligations)
Instruction: Identify reporting verb, any modals (must/should/can) and the date/time.
Instruction: Identify reporting verb, any modals (must/should/can) and the date/time.
Transcript (teacher): "The principal announced that the school will hold elections on Friday; every candidate must submit a manifesto by Monday."
Expected answers:
- Reporting verb: announced.
- Time/tense: will hold (future) — on Friday.
- Obligation/modal: must — submit by Monday (deadline).
Activity 3 — Filter out details (teacher reads long description)
Instruction: From a long descriptive passage, extract only Subjects + Main Verbs + Time/Numbers. Use symbols: 📌 person, 🔹 verb, 🕒 time.
Instruction: From a long descriptive passage, extract only Subjects + Main Verbs + Time/Numbers. Use symbols: 📌 person, 🔹 verb, 🕒 time.
Example transcript: "On Monday morning, the very busy head teacher, who always wears a blue tie, informed the class of Form Three that the visit to the museum will start at 9:00 am and will end at 1:00 pm. Tickets cost Ksh 300 each."
Expected extraction:
- 📌 head teacher — 🔹 informed — 🕒 Monday morning; Object: Form Three.
- 🔹 visit will start — 🕒 9:00 am; will end — 🕒 1:00 pm.
- 🔹 Tickets cost — Amount: Ksh 300.
Activity 4 — Reported speech practice
Instruction: Listen to a short speech and convert key sentences into reported speech to show you caught the message and the reporting verb.
Instruction: Listen to a short speech and convert key sentences into reported speech to show you caught the message and the reporting verb.
Spoken: "Mr. Otieno said, 'Students must register for clubs by Friday and you can see the list on the notice board.'"
Student answer (example):
"Mr. Otieno said that students had to register for clubs by Friday and that they could see the list on the notice board."
Tips for teachers (quick)
- Tell students what grammatical detail to listen for before each reading (e.g., "listen for dates and modals").
- Model note-taking with the symbols (📌, 🔹, 🕒) on the board and then let students practise.
- Use local contexts (market, matatu, school) so vocabulary doesn't distract from grammar cues.
- Do short readings (20–40 seconds) then ask targeted questions: "Who? When? What must happen?"
Assessment ideas (grammar-based)
- Play a short announcement. Ask learners to write: reporting verb, 2 time markers, 1 modal and the main action.
- Read a short dialogue. Ask learners to list characters (from pronouns/names) and the tense used (past/present/future).
Quick reminder: When you focus on grammar in listening you are not ignoring meaning — you are using grammatical clues to identify the facts quickly: who, when, what and whether something is required or only possible.
Prepared for Form 3 learners (Kenya) — Selective listening (grammar emphasis)